TOTAL Participation

Techniques 2nd Edition

In the pages that follow, you will find a printable version of the materials from
Appendix B in Total Participation Techniques: Making Every Student An Active
Learner 2nd ed., by Pérsida Himmele and William Himmele.
 Appendix B: Posters and Tools

This appendix contains tools and mini-posters that are on-the-spot reminders
about adding TPTs when you are teaching and planning lessons. Some of
the posters are conceptual in nature. They remind you to ripple or that the
question stem, “Who can tell me . . . ?” can be improved upon by adding
individual accountability.

The lists are aimed at reminding you of TPTs that take minimal preparation.
Post them in places that will help you to remember to use them and refer to
this book as a reminder about how each technique works.

1. The TPT Quadrants

2. The Ripple
3. Think Before You Ask, “Who can tell me . . . ?”
4. Quick TPTs for Early Childhood Classrooms
5. No-Prep and Low-Prep TPTs
6. Bounce Cards
7. Appointment Agendas
8. Hold-Up Cards
9. The Trust Poem

Readers may duplicate items in Appendix B for noncommercial use

within their school. Downloadable versions of some forms are available
at this URL: www.ascd.org/ASCD/pdf/books/himmele2017.pdf
The password is himmele117033

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 The TPT Quadrants
Higher-Order Thinking

3 4
High Cognition/Low Participation High Cognition/High Participation

Low High
Participation Participation
1 2
Low Cognition/Low Participation Low Cognition/High Participation

Lower-Order Thinking
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline
masters and posters for noncommercial use within their school.
 THE RIPPLE
The Ripple is a cornerstone to understanding how to
create and implement Total Participation Techniques.

Volunteers or selected students

share with the whole class.

Students share responses in

pairs or small groups.

All students respond individually

to a higher-order prompt.

The Ripple IS a way of pos

posing
os questions
que to maximize T RRipple IS N
The NOT a tradition
traditional
actual
ctual learnin
learning tim
im
ime. Q & A session.
Thee Ripple
R IS a w
wayy to engage each an
and every student. ple IS NO
The Ripple NOT callingg oon an
individu
idual student
udent for the aanswer.

The Ripplee I S all students

nts re
responding
ding to a prompt using Rip IS NOTT ssimply
Thee Ripple
Quick-Writess or other TPT structures
structures. group work.
gr

The Ripple IS beneficial

ial for all students, especially Ripple IS NOT intimidating
Thee Rippl
English language learners, socially
cially tentative students,, and does not put students “on
and students with special needs. the spot.”

Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
172
 Think, before you ask, “Who can tell me…?”

Who can
tell me . . . ?

Remember to Ripple!
Calling on someone should be the last thing that
you do.

Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
173
 Quick TPTs for Early
Childhood Classrooms
• Mouth It
• Air-Write It
• Whisper It to a
Neighbor
• Write It on the Carpet
• Point to It
• Show Me Using Your
Fingers
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
174
 No-Prep and Low-Prep TPTs
• Chalkboard Splash
• IQ Cards
• One-Word Summary
• Pause, Star, Rank
• Confer, Compare, Clarify
• Quick-Writes
• Quick-Draws
• Picture Notes
• Biggest Aha!
• Biggest Aha Bar Graph
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
175
 Bounce Card Bounce Card
Bounce Bounce
Take what your classmate(s) said and Take what your classmate(s) said and
bounce an idea off of it. For example, bounce an idea off of it. For example,
start your sentence with start your sentence with
“That reminds me of . . . ” “That reminds me of . . . ”
“I agree, because . . . ” “I agree, because . . . ”
“True, another example is “True, another example is
when . . . ” when . . . ”
“That’s a great point . . . ” “That’s a great point . . . ”

Sum It Up Sum It Up
Rephrase what was just said in a Rephrase what was just said in a
shorter version. For example, you can shorter version. For example, you can
start your sentences with start your sentences with
“I hear you saying that . . . ” “I hear you saying that . . . ”
“So, if I understand you “So, if I understand you
correctly . . . ” correctly . . . ”
“I like how you said . . . ” “I like how you said . . . ”

Ask a Question Ask a Question

Understand what your classmates Understand what your classmates
mean by asking questions. For mean by asking questions. For
example, you can start your questions example, you can start your questions
with with
“Can you tell me more about “Can you tell me more about
that?” that?”
“I see your point, but what “I see your point, but what
about . . . ?” about . . . ?”
“Have you thought about . . . ?” “Have you thought about . . . ?”

Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
176
 Appointments for Appointments for
Time You have an appointment with Time You have an appointment with

8:00 am 8:00 am

9:00 am 9:00 am

10:00 am 10:00 am

11:00 am 11:00 am

12:00 pm 12:00 pm

1:00 pm 1:00 pm

2:00 pm 2:00 pm

3:00 pm 3:00 pm

4:00 pm 4:00 pm

5:00 pm 5:00 pm

6:00 pm 6:00 pm

7:00 pm 7:00 pm

8:00 pm 8:00 pm

Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
177
 1 23
456
789
178
0
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
 DETERMINE
based on information learned
TRUE TRUE
NOT
UNABLE
TO
TRUE WITH MODIFICATIONS

Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
179
C D
A B

Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
180
 The Trust Poem
I trust you!
I trust that you want to learn.
I trust that you have
amazing things to share,
and I’m going to shape
opportunities so that you
can share them.
I trust that you can learn
from each other.
I trust that our collective differences
make us all a bit smarter.
I trust that if you trust yourself,
the best in you will come out.
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida
and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
181